Dialogical Interaction as a Fundamental Method of Educational Counseling

The research is devoted to the study of dialogical interaction as a basic method of pedagogical counseling. The humanistic essence of dialogue is revealed. It is shown that as a philosophical term, “dialogue” began to be used with the emergence of theoretical works by representatives of the “philosophy of dialogue”. The main task of the “School of Dialogue of Cultures” is not merely the transmission of knowledge, the introduction to culture, or the formation of a worldview, but also the development and preservation of the personal logic and creative imagination of both the student and the teacher.

The article presents a theoretical analysis of the definition of the essence and interrelation of the concepts “communication” and “interaction”. In a broad sense, interpersonal interaction represents verbal or non-verbal personal contact that leads to mutual changes in behavior, activities, relationships, and attitudes; in a narrow sense, it is a system of interdependent individual actions in which each participant’s behavior simultaneously serves as both a stimulus and a response to the behavior of others.

The main features of dialogical pedagogical communication are identified: recognition of the equality of personal positions, openness and trust between partners; the teacher’s focus on the interlocutor and mutual influence of viewpoints; modality of expression and personalization of messages; polyphony of interaction and the provision of developmental support by the teacher; and the dual positioning of the teacher in communication.

It is demonstrated that the concept of “dialogical interaction” contains an important feature: knowledge acquired in the process of dialogue between subjects of the educational space is not the ultimate goal for either side but becomes a special moment of their activity, enabling them to go beyond the limits of acquired experience.

Methodical techniques for developing interpersonal relations are outlined, which are oriented toward intellectually evaluative and discursive discussion of urgent pedagogical problems and their joint solution, resulting in personal and professional growth, development, and self-improvement of the participants.